Reworking the science curriculum: A case study in the interdependence between introductory biology and multiculturalism

1994 ◽  
Vol 3 (4) ◽  
pp. 249-258
Author(s):  
Roger Persell
Keyword(s):  
Science Curriculum ◽  
Introductory Biology

A case study of a nontraditional basic science curriculum

1982 ◽  
Vol 46 (6) ◽  
pp. 314-322
Author(s):  
GI Roth ◽  
RB Bridges ◽  
AT Brown ◽  
R Calmes ◽  
TT Lillich ◽  
...  
Keyword(s):  
Basic Science ◽  
Science Curriculum ◽  
Basic Science Curriculum

Deployment of Mobile Learning Course Materials to Android Powered Mobile Devices

2012 ◽  
Vol 10 (3) ◽  
pp. 1-16 ◽  
Author(s):  
Lee Chao
Keyword(s):  
Mobile Devices ◽  
Teaching And Learning ◽  
Science Curriculum ◽  
Object Oriented ◽  
Object Oriented Programming ◽  
Traditional Course ◽  
Course Materials ◽  
Course Material ◽  
Android Market

The objective of this article is to facilitate mobile teaching and learning by providing an alternative course material deployment method. This article suggests a course material deployment platform for small universities or individual instructors. Different from traditional course material deployment methods, the method discussed deploys course materials by using services provided by Android Market. After comparing the traditional course material deployment and the alternative deployment, the author presents strategies to take advantage of Android Market in delivering course materials to mobile devices. Through a case study, this article illustrates the application of these strategies in deploying a class menu for an object-oriented programming course in the computer science curriculum.

Data Science Curriculum Design: A Case Study

2021 ◽  
Author(s):  
Ismail Bile Hassan ◽  
Thanaa Ghanem ◽  
David Jacobson ◽  
Simon Jin ◽  
Katherine Johnson ◽  
...  
Keyword(s):  
Curriculum Design ◽  
Data Science ◽  
Science Curriculum

Interdisciplinary Mathematics and Science Education Through Robotics Technology: Its Potential for Education for Sustainable Development (A Case Study from the USA)

2008 ◽  
Vol 10 (1) ◽  
pp. 32-41 ◽  
Author(s):  
Helen Gerretson ◽  
Elaine Howes ◽  
Scott Campbell ◽  
Denisse Thompson
Keyword(s):  
Sustainable Development ◽  
Science Education ◽  
Science Curriculum ◽  
Education For Sustainable Development ◽  
Management Tool ◽  
The Usa ◽  
Mathematics And Science Education ◽  
Curricular Materials ◽  
Mathematics And Science

Interdisciplinary Mathematics and Science Education Through Robotics Technology: Its Potential for Education for Sustainable Development (A Case Study from the USA)This case study pictures the challenges and successes described by two Grade 8 teachers as they attempt to use robotic technologies to integrate their mathematics and science curriculum in an interdisciplinary manner. We share our observations regarding the difficulties the teachers faced and their perceptions as they used the technology as part of classroom instruction. Our analysis indicates that the technology served as an effective management tool for teachers and a strong motivational tool for students. However, the data also reveal that the teachers struggled to integrate the technology in a manner that supported interdisciplinary instruction, particularly because they lacked time and appropriate curricular materials. Consequently, we argue that for robotic technology to be used as a model to support education for sustainable development, specific curriculum, adaptable to local contexts, needs to be readily available.

Implementing the Understanding by Design Framework in Higher Education

2015 ◽  
pp. 632-643
Author(s):  
Judy Alhamisi ◽  
Blanche Jackson Glimps ◽  
Chukwunyere E. Okezie
Keyword(s):  
Science Education ◽  
Curriculum Design ◽  
Teacher Candidates ◽  
Science Curriculum ◽  
Deep Understanding ◽  
Curriculum Planning ◽  
Clinical Experiences ◽  
Understanding By Design ◽  
Effective Science

This chapter describes an organizational initiative to develop and implement the Understanding by Design (UbD) curriculum-planning framework to improve learning outcomes for teacher candidates and their students during clinical experiences and in their future classrooms. This case study explores a pedagogical approach that has met with success in working with teacher candidates. The focus is on a narrow range of knowledge, skills, and dispositions related to effective teaching in science education: the ability to design, plan, and implement curriculum. Curriculum design using the Understanding by Design (UbD) Framework is a high priority when moving from simply covering subject matter to ensuring deep understanding. Using “Backward Design” helped many teacher candidates develop skills to plan effective science curriculum, units, and lessons. The experiences of two teacher education programs in building teacher candidates' skills in planning and implementing science education curriculum using the UbD Framework are presented in this case study.

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